Boardworks GCSE Science: Physics Heat Transfer

Boardworks GCSE Science: Physics
Heat Transfer

Heat Transfer
Autumn 2006
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Heat Transfer
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Teacher notes
This illustration contains several examples of heat transfer, including:
• Barbecue grill cooking burgers and sausages (conduction, radiation).
• The car bonnet is so hot that as a sideline to the barbecue, someone
is cooking food on it (conduction).
• Picnic boxes labelled “cold” and “hot” contain items that have been
kept cool and war, respectively, to prevent heat transfer taking place.
• The twins on the left are wearing identical clothing except that one is
wearing a white t-shirt and keeping cool, while the other is wearing a
black t-shirt and looking much hotter (radiation).
• The twin in the black t-shirt is trying to keep himself cool with a
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Teacher notes
This slide could be used to highlight the comparability between the
specific heat capacity of different materials. It should be stressed that
the specific heat capacity is the amount of energy required to produce
a 1 °C temperature rise in 1kg of material.
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Teacher notes
The importance of these visual representations of the arrangement of
particles in solids, liquids and gases should be stressed. Students
could be asked to discuss the limitations of these models, which
include:
•the models are static whereas the particles are actually moving
•the models are two-dimensional whereas the particles are actually 3D
dimensional.
Students could also be asked to discuss the good points of the models
and why they are useful.
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Teacher notes
This animation shows how heat is conducted through a non-metal on a
particle level. Whilst viewing the animation it should be emphasised
that this process is relatively slow, which is why conduction in non-
metals is slow compared to conduction in metals.
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Teacher notes
Please note that this diagram is not drawn to scale. It should be
stressed to students that an electron is tiny compared to a metal ion,
especially the solid nucleus of a metal ion. This means that the
electrons are able to pass between the metal ions.
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Teacher notes
The diagram illustrates how temperature affects the density of particles
in a fluid. When using the diagram it should be highlighted that the
particles near the top are further apart and the particles near the
bottom are closer together.
The widely-space particles at the top of the diagram represent a
warmer region of the fluid. They are floating on top of a cooler region of
air (represented by the particles spaced closely together) because the
warm region of the fluid is less dense.
The dotted boxes have been included to help students visualise the
density of the fluid. Students could be asked to count the number of
particles in each box to compare the density of the different regions.
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Teacher notes
This three-stage animation uses the example of boiling water in an
electric kettle to demonstrate how convection occurs in a liquid.
Whilst showing the animation it could be highlighted that the hot water
floats up through the cold water because the hot water is less dense.
The denser cold water falls below the hot water, pushing the hot water
up.
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Teacher notes
This three-stage animation uses the example of seaside breezes to
demonstrate how convection occurs in a a gas. Red arrows are used to
represent the movement of warm air and blue arrows are used to
represent the movement of cooler air.
Suitable prompts include:
Stage 1: Why is the hot air rising?
Stage 2: What happens to the warmer air as it moves out to sea?
Stage 3: Why has the convection current changed direction?
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Teacher notes
This completing sentence activity provides the opportunity for some
informal assessment of students’ understanding of conduction and
convection.
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Teacher notes
This virtual experiment uses a Leslie’s cube to investigate the
emissions of heat radiation from different surfaces. It could be use as a
precursor to running the practical in the lab or as a revision exercise.
When using this activity, it should be made clear that the water inside
the cube and the initial temperature of each side is the same in each
experiment. The thermopile measures the amount of heat radiation
emitted by the surface, which is then recorded in the table.
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Teacher notes
This virtual experiment investigates the ability of different surfaces to
absorb heat. It could be use as a precursor to running the practical in
the lab or as a revision exercise. To extend the activity, students could
be asked to consider which variables need to be controlled to make this
experiment fair and accurate.
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Teacher notes
This true-or-false activity could be used a plenary or revision exercise
to check students’ understanding of infrared radiation. Students could
be given coloured traffic light cards (red=false, green=true) to vote on
the statements shown. To stretch students, they could be asked to
explain their voting.
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Teacher notes
Appropriately coloured voting cards could be used with this
classification activity to increase class participation.
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Teacher notes
This multiple-choice quiz could be used as plenary activity to assess
students’ understanding of heat transfer. The questions can be skipped
through without answering by clicking “next”. Students could be asked
to complete the questions in their books and the activity could be
concluded by the conclusion on the IWB.
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